ALEX Resources

   View Standards     Standard(s): [PE] (3) 23 :

3-3.2) Actively engage in physical education class with little or no teacher redirection.

[PE] (4) 31 :

4-5.3) Prioritize different physical activities based on enjoyment.

APE accommodation suggestions: peer assistance and modeling

[PE] (5) 23 :

5-3.2) Actively engage in all components of physical education to the best of his/her ability.

This is a free YouTube video from Phys.Ed.Review.  The video offers students a choice of three different fitness activities to perform for thirty seconds.  Students then take a short rest and choose between three more fitness activities. This cycle continues for five minutes to upbeat music.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.

   View Standards     Standard(s): [PE] (0) 23 :

K-3.2) Participate in physical education class.

[PE] (1) 23 :

1-3.2) Actively engage in physical education class.

[PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

[PE] (3) 23 :

3-3.2) Actively engage in physical education class with little or no teacher redirection.

[PE] (4) 23 :

4-3.2) Actively engage in physical education class, both with teacher direction and independently.

[PE] (5) 22 :

5-3.1) Compare and contrast fitness benefits of various physical activities.

APE accommodation suggestions: Verbal prompting and peer assistance to model correct physical education participation.

This Kindergarten through 5th-grade activity puts a spin on traditional bingo.  Each student gets a fitness bingo card. Finding a new partner for each exercise, students will do the exercise then sign their partner’s paper. Students will continue this until all spots have been filled. This lesson focuses on different exercises to move the whole body (psychomotor skills) as well as teamwork (affective skills).

This video is available in both English and Spanish audio, along with corresponding closed captions.

   View Standards     Standard(s): [PE] (3) 23 :

3-3.2) Actively engage in physical education class with little or no teacher redirection.

[PE] (3) 24 :

3-3.3) Describe the components of health-related fitness (muscular strength, muscular endurance, flexibility and cardiovascular endurance).

[PE] (4) 23 :

4-3.2) Actively engage in physical education class, both with teacher direction and independently.

[PE] (4) 24 :

4-3.3) Describe the difference between skill-related and health-related fitness.

[PE] (5) 22 :

5-3.1) Compare and contrast fitness benefits of various physical activities.

APE accommodation suggestions: Verbal prompting and peer assistance to model correct physical education participation.

[PE] (5) 23 :

5-3.2) Actively engage in all components of physical education to the best of his/her ability.

[PE] (5) 24 :

5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type).

Five or six fitness activities are arranged in the center (the pit) of a large circle outlined with marking spots (the race track). If desired, tumbling mats can be placed in the center of the race track to delineate the pit stop area. Students work with a partner and alternate running (or doing other locomotor movements) or rope jumping around the race track and going to the pit to perform a strength or flexibility exercise. A different exercise should be performed each time so students assure variety in their workout.

A demonstrative video is included in this resource. 

   View Standards     Standard(s): [PE] (3) 23 :

3-3.2) Actively engage in physical education class with little or no teacher redirection.

[PE] (3) 24 :

3-3.3) Describe the components of health-related fitness (muscular strength, muscular endurance, flexibility and cardiovascular endurance).

[PE] (4) 23 :

4-3.2) Actively engage in physical education class, both with teacher direction and independently.

[PE] (4) 24 :

4-3.3) Describe the difference between skill-related and health-related fitness.

[PE] (5) 22 :

5-3.1) Compare and contrast fitness benefits of various physical activities.

APE accommodation suggestions: Verbal prompting and peer assistance to model correct physical education participation.

[PE] (5) 23 :

5-3.2) Actively engage in all components of physical education to the best of his/her ability.

This activity is a quick warm-up created for 3-5 graders. The activity builds off previous knowledge of fitness concepts and skills such as jumping jacks, mountain climbers, burpees, etc.

   View Standards     Standard(s): [PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

[PE] (3) 23 :

3-3.2) Actively engage in physical education class with little or no teacher redirection.

[PE] (5) 23 :

5-3.2) Actively engage in all components of physical education to the best of his/her ability.

[PE] (5) 25 :

5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (6) 21 :

6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 37 :

8-4.7) Independently use equipment appropriately and identify specific safety concerns to prevent injuries.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

This is a fantastic instant activity for classes to get a quick warm-up or workout in before the main lesson for the class. This activity can be set up for grades 2-12th by simply modifying the exercise cards. You may access the cards and activity plans in a Word or PDF format on the OpenPsyEd.org website in the Instant Activities to make it your own. Words on cards could be replaced with pictures for K-1 to be able to use the same activity.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.